General values and work values of social work students in Hong Kong

This paper reports research that examines general values and work values held by university students studying social work in Hong Kong. Comparison is also made with values held by similar students studying in different majors. Results indicated that social work students rated general values such as benevolence, self-direction, universalism and tradition higher than their non-social work counterparts. They also rated work values such as altruism, creativity, supervisory relations, independence and intellectual stimulation more highly. However, the social work students held lower values associated with economic returns, thus supporting a view that students with an inclination towards social work tend to espouse self-transcendence and intrinsic work values, and are less influenced by material rewards. Among the social work respondents, gender differences were found in both general and work values. Differences were also noted between the groups with different modes of study. Implications for social work education and future research are discussed.postprin

Super's Work Values Inventory: Issues of Subtest Internal Consistency Using a Sample of Chinese University Students in Hong Kong

The authors discuss observed weaknesses in internal consistency (Cronbach's alphas below .60) within five subtests of the Work Values Inventory when translated into Chinese and used with a sample of 211 university students in Hong Kong. Possible reasons for the weaknesses are explored, and suggestions are made for improvement.postprin

How is Buddhism Relevant to Career Counseling in an International High School in Hong Kong? A Counsellor’s Reflection

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Teachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong

The long-term aim of fostering creativity in all students is specifically included in Hong Kong’s curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because they may have studied aspects of giftedness in more depth, and may possess essential knowledge and skills to promote creativity. The aim of this exploratory study was to focus on this sub-set of teachers, to investigate their beliefs about creativity and their creativity-fostering practices. Individual in-depth interviews were conducted with 10 primary school teachers. Findings included the teachers’ beliefs about creativity and gifted education, and cognitive and personal aspects in their creativity-fostering practices. Implications for teacher education are discussed.postprin

Perfectionism and Chinese Gifted Learners

Over the past two decades a wealth of research data on perfectionism has drawn increased attention to the nature and impact of perfectionism on many aspects of student development. Much of the research has explored perfectionism in the gifted student population, but few studies have considered how perfectionism could be perceived differently in students of non-Caucasian descent and how it may have different impacts on their learning, development, and adjustment. In view of the apparent cultural divide in the research literature, and the emphasis on pursuing perfection within Chinese culture, this article reviews studies that do address perfectionism in Chinese gifted students. The aim was to offer a cultural perspective for understanding perfectionism in this population and to locate pertinent information to assist identification, counseling interventions, and future research.postprin

Parent-teacher conferences in a secondary school

The authors report on the findings of a case study of parent–teacher conferences in a secondary school in Hong Kong. They explored through interviews parents' and teachers' perspectives of parent–teacher conferences. They noted that parent–teacher conferences were sources of stress for teachers and embarrassment for parents. Parent–teacher conferences were useful for problem‐clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents.postprin

Personal and environmental factors affecting teachers' creativity-fostering practices in Hong Kong

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Sex differences in self‐estimation of multiple intelligences among Hong Kong Chinese adolescents

A total of 378 Hong Kong adolescents estimated their own and their parents' IQ score on each of Gardner's 10 multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body‐kinesthetic, interpersonal, intrapersonal, existential, spiritual and naturalistic. They answered three simple questions concerning intelligence and intelligence tests. There were sex differences in eight of the 10 self‐estimates except for verbal and interpersonal. Male participants gave higher scores than female participants. Factor analyses of the 10 dimensions yielded a two‐interpretable‐factor solution: personal–social–spiritual intelligence and academic–arts–kinesthetic intelligence. There were consistent sex differences in the estimates of the academic–arts–kinesthetic intelligence factor for oneself, but not for parents, while there were sex differences in the estimates of the personal–social–spiritual intelligence factor for oneself and for mother, but not for father. The two factor scores were predicted by both gender and belief about intelligence.postprin

Outcomes for Young Children's Social Status from Playing Group Games: Experiences from a Primary School in Hong Kong

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Towards a Model of Career Guidance and Counseling for University Students in China

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